Facilitating a studenteducator conceptual model o

Authors: Christopher P Dwyer Michael J Hogan Owen M Harney Caroline Kavanagh

Publish Date: 2016/06/28

Volume: 65, Issue: 1, Pages: 47-73

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Abstract

Critical thinking CT is a metacognitive process consisting of a number of subskills and dispositions that when used appropriately increases the chances of producing a logical conclusion to an argument or solution to a problem Though the CT literature argues that dispositions are as important to CT as is the ability to perform CT skills the majority of research in the area has focused on CT skills In addition though most CT interventions are designed based on academic or expert definitions of CT students are rarely if ever asked to guide their instruction by describing their perspectives on what constitutes CT Thus the current study used interactive management to examine similarities and differences in the way students and educators conceptualise CT dispositions Interactive management IM is a computerassisted process that allows a group to build a consensusbased structural model describing relations between elements in a system Consistent with previous research it is suggested that addressing how students conceptualise CT may provide a starting point to negotiate and innovative the CT curriculum and learning process Furthermore evaluating similarities and differences in the way students and educators understand CT dispositions may facilitate the building of complementary and integrative models of CT dispositions that reflect the full range of perspectives in University teaching environments Results of the current study suggest that while students’ conceptualisation of CT dispositions was largely consistent with both the educators’ conceptualisation and dispositions highlighted in the extant literature students’ descriptions were broader less abstract and more concrete accounts of CT dispositions and were also primarily focused on utility or function rather than ideal principles of action Results are discussed in light of research and theory on CT and best practice for CT instruction

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